Social Media in the Changing Mathematics Classroom (eng)

This edited volume gathers contributions from international scholars focusing on social media's role and impact on mathematics education. Social media's integration into pedagogical strategies (from social networking sites to video-sharing platforms) offers the opportunity to enhance learning by fostering connectivity and engagement among students, ultimately improving mathematical understanding in educational settings. This text aims to provide guidance on the facilitation of peer learning and collaboration, as well as highlighting the necessary shift in traditional methods to include cyber assistance in the learning process.

The book discusses how social media aligns with social-constructivist theories of learning, its consistency with the process of developing students into independent learners and provides means to ensuring educators remain relevant and connected to students' preferred modes of learning. Challenges and benefits of the use of social media tools in teaching are also detailed. Examining the potential for effective integration of social media in the classroom, this book is a valuable resource for educators, practitioners and researchers interested in mathematics education.

Johann Engelbrecht is a professor of mathematics education at the University of Pretoria, South Africa. As a researcher, his international involvement includes membership of conference scientific committees, research papers and joint research projects with colleagues in many countries. Recently, his main work is in blended and online learning. He has also been the guest editor for several international journal special issues.

Greg Oates is an associate professor of mathematics and teaches Mathematics Education for pre-service teachers at the University of Tasmania, Australia, where he is the Associate Head of Learning and Teaching (AHLT) for the School of Education. His research interests include the integration of technology into mathematics curricula and the use of technology for active student-centred learning and assessment to promote peer-interaction in mathematics.

Marcelo C. Borba is a professor of the graduate program of Mathematics Education of UNESP (State University of São Paulo) Rio Claro, Brazil with 100 PhD candidates. He researches the use of digital technology in mathematics education, mathematical video produced by teachers and students, online distance education, ethno-mathematics and critical mathematics education.